Description of ProgramsEMS ISD provides students with disabilities a continuum of services designed to meet the individual needs of each learner.
Early Childhood Special EducationEagle Mountain-Saginaw ISD Early Childhood Special Education (ECSE), formerly known as PPCD, provides individualized educational programming for children ages 3 to 5 that promotes positive social/emotional development, early language, communication and literacy skills, and appropriate behaviors. ECSE offers a full continuum of functional settings in which student needs are addressed by specially trained staff. Preschool services are provided at the Weldon Hafley Development Center. The services and instructional settings offered include:Integrated Three-Year-Old Program (I3Y)
This instructional arrangement is for 3-year-old students who can benefit from interaction with same-age peers in a large group setting. Students typically demonstrate near age-level skills in most developmental domains (cognitive, social-emotional, motor, language). With minimal direct support from special education staff, students are integrated with typical peers from the district-operated child care center. Placement in the I3Y Program is determined by the student’s ARD committee. These classes are located at the Hafley Development Center.Integrated Pre-Kindergarten Program (IPK)
This instructional arrangement is for 4-year-old students who can benefit from interaction with same-age peers in a large group setting. Students typically demonstrate near age-level skills in most developmental domains (cognitive, social-emotional, motor, language). With minimal direct support from special education staff, students are integrated with typical peers from the district’s Pre-Kindergarten program. Placement in the IPK Program is determined by the student’s ARD committee. These classes are located at the Hafley Development Center.Preschool Self-Contained Special Education Classrooms
This instructional setting is for students who demonstrate significant delays in two or more areas of development (cognitive, social-emotional, motor, language). These classes are taught by a certified special education teacher with the help of an instructional aide. Inclusion with age-appropriate peers is encouraged and is determined by the student’s ARD committee. These classes are located at the Hafley Development Center.
Kindergarten - High School Programs for Children with DisabilitiesResource Program
Resource classes are instructional arrangements that provide special education services to students in a setting other than general education. Students receive most of their instruction in the general education classroom. Resource instruction is designed to be intensive, accelerated, and individualized based upon the student’s IEP goals and objectives. Instruction is aligned with the student’s enrolled grade level TEKS. Instruction may be provided in the areas of language arts, math, and/or reading. Resource instruction is targeted to remediate skill deficits and not to replace core content. Resource programs are located on all EMS ISD K-12 campuses.Achievement, Character, and Essential Skills (ACES)
The Achievement, Character, and Essential Skills (ACES) program is a centralized, self-contained instructional arrangement that specifically addresses the emotional, behavioral, and academic needs of students. Students are provided a highly structured and predictable learning environment based on an individualized level system and comprehensive behavior intervention program that reinforces positive behavior and helps facilitate the transition back to resource and/or general education classes. Students who are experiencing behavioral difficulty in the school environment are provided with positive behavior supports and interventions, social skills training, and instructional time within a classroom setting for the purpose of increasing appropriate behaviors and academic achievement. Placement in the ACES program is determined by the student’s ARD committee. ACES programs are located on several campuses throughout the District.Learning in a Functional Environment (LIFE)
The Learning in a Functional Environment (LIFE) skills program is a centralized, self-contained instructional arrangement providing special education and related services to students with cognitive impairments and deficits in one or more areas of adaptive functioning (communication, daily living skills, socialization, and motor skills). Students receive individualized academic support through an alternate curriculum focusing on prerequisite skills to grade-level TEKS. In addition to functional academic skills, classrooms emphasize communication, maximum independence, and generalization of skills in natural settings. Students have the opportunity to participate in many academic and non-academic activities with non-disabled peers. Placement in the LIFE skills program is determined by the student’s ARD committee. LIFE skills programs are located on many campuses throughout the District.Structured Learning Environment (SLE)
The Structured Learning Environment (SLE) is a centralized, self-contained instructional arrangement designed to meet the needs of students who have characteristics associated with autism spectrum disorders and other related developmental disabilities. SLE provides a high degree of structure, a low student-to-staff ratio, and systematic use of a variety of research-based interventions to enhance instruction, develop communication skills, and manage student behavior. Students have the opportunity to participate in many academic and non-academic activities with their non-disabled peers. Placement in the SLE Program is determined by the student’s ARD committee and are located on several campuses throughout the District.
Vocational Adjustment Class (VAC)
The Vocational Adjustment Class (VAC) is a special education vocational program designed for students with disabilities who desire vocational training and are unable to make progress in regular vocational programs. The curriculum of the VAC program includes on-the-job training and frequent supervision at work sites in the community. Employment opportunities and training are based on a vocational evaluation, student needs and abilities, teacher recommendations and parental preference. Participation in the VAC program is made by the student’s ARD committee. VAC classes are offered at each high school campus.Dyslexia